{"id":820,"date":"2023-02-14T15:53:04","date_gmt":"2023-02-14T12:53:04","guid":{"rendered":"https:\/\/legendhomework.com\/tr\/?p=820"},"modified":"2023-02-14T15:53:04","modified_gmt":"2023-02-14T12:53:04","slug":"icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri","status":"publish","type":"post","link":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","title":{"rendered":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"content":{"rendered":"<h3 style=\"text-align: center\"><strong><span style=\"color: #ff0000;font-family: 'times new roman', times, serif\">\u0130\u00e7erik Belirtme<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu t\u00fcr bilgiler, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme etkinli\u011fini, kullan\u0131lan y\u00f6ntemleri ve sosyal akt\u00f6rlerin farkl\u0131 rollerini modellemek i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6tesine ge\u00e7en daha ayr\u0131nt\u0131l\u0131 bir E\u011fitimsel Modelleme Dili (EML) i\u00e7in Hollanda \u00f6nerisine dahil edilmi\u015ftir. dahil olmu\u015f. EML, \u201ce\u011fitimsel Semantik Web&#8217;in \u00f6nemli bir yap\u0131 ta\u015f\u0131\u201d olarak \u00f6nerilmi\u015ftir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bununla birlikte, modelleme perspektifinin \u00f6\u011fretim tasar\u0131m\u0131n\u0131n nesnelerinden, yani \u00f6\u011fretim materyallerinden, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme faaliyetini i\u00e7erecek \u015fekilde geni\u015fletilmesi, verimsiz ve pratik olmayabilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6\u011frenme nesnelerinin bak\u0131\u015f a\u00e7\u0131s\u0131, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme faaliyetini resmile\u015ftirmek de\u011fil, elektronik olarak mevcut \u00f6\u011frenme nesnelerini \u00f6\u011fretme ve \u00f6\u011frenme ile ilgili meta verilerle paketlemek ve bunlar\u0131 gelecekte tekrar kullanmak \u00fczere nesne havuzlar\u0131na yerle\u015ftirmek olmal\u0131d\u0131r. Bununla birlikte, EML ile sa\u011flanan baz\u0131 bilgilerle etiketlenmeleri gerekir, ancak t\u00fcm etkinli\u011fin kodlanmas\u0131n\u0131n bir par\u00e7as\u0131 olarak de\u011fil, yaln\u0131zca yeniden kullan\u0131m ara\u00e7lar\u0131 olarakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">A\u00e7\u0131k Kaynakl\u0131, tescilli olmayan \u00f6\u011frenme nesneleri olarak tan\u0131mlanan A\u00e7\u0131k Kurs giri\u015fimi i\u00e7inde \u00f6nerilen Yeniden Kullan\u0131labilir \u00d6\u011frenme Varl\u0131klar\u0131 (RLA) gibi alternatif \u00f6\u011frenme nesneleri kavramlar\u0131 da vard\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bununla birlikte, EML&#8217;deki &#8220;\u00e7al\u0131\u015fma birimlerinin&#8221; ayr\u0131nt\u0131l\u0131 modellenmesinde bile t\u00fcm projelerde eksik olan \u015fey, \u00f6\u011frenme nesnesi taraf\u0131ndan kullan\u0131lan medya t\u00fcrleri ve temsil bi\u00e7imleri hakk\u0131nda ilgili meta veri bilgileridir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Medyan\u0131n \u00f6\u011frenme \u00fczerindeki belirli \u201cmodalite etkileri\u201d \u00fczerine baz\u0131 tart\u0131\u015fmalar olsa bile, temsili bi\u00e7imlerin \u00e7e\u015fitlili\u011fi ve entegrasyonunun \u00f6\u011frenci \u00f6\u011frenmesi i\u00e7in \u00f6nemli oldu\u011funa dair kan\u0131tlar oldu\u011fu i\u00e7in bu bilgi \u00f6nemlidir. &#8220;Medyan\u0131n \u00f6\u011frenme \u00fczerindeki etkileri&#8221; \u00fczerine yap\u0131lan ilk deneysel \u00e7al\u0131\u015fmalar tutarl\u0131 bulgular \u00fcretmedi, ancak \u00e7eli\u015fkili \u00f6\u011frenme kavramlar\u0131 da konuyu kar\u0131\u015ft\u0131rd\u0131.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">&#8220;Medyan\u0131n etkileri&#8221; tart\u0131\u015fmas\u0131nda ba\u015flang\u0131\u00e7ta bilgi aktar\u0131m\u0131 olarak bir \u00f6\u011frenme anlay\u0131\u015f\u0131 vard\u0131 ve buna g\u00f6re \u00f6\u011fretim basit bir ileti\u015fim meselesi olarak g\u00f6r\u00fcl\u00fcyordu, halbuki modern kavramlarda \u00f6\u011frenme \u00f6\u011frenciler taraf\u0131ndan yap\u0131lan yap\u0131c\u0131 kavramsal faaliyetleri i\u00e7erir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bununla birlikte, modern ara\u015ft\u0131rmalarda bile, multimedya \u00f6\u011frenimi i\u00e7in iddia edilen &#8220;modalite etkilerinin&#8221; i\u015fitsel ve g\u00f6rsel kodlaman\u0131n ikili\u011finden mi, yani akustik ve grafik ortam t\u00fcrlerinin kullan\u0131m\u0131n\u0131n bir sonucu mu yoksa dil, diyagramlar, grafikler ve resimler gibi farkl\u0131 temsil bi\u00e7imlerinin \u00e7oklu\u011funa.<\/span><\/p>\n<h3 style=\"text-align: center\"><strong><span style=\"color: #ff0000;font-family: 'times new roman', times, serif\">Grafik Anlama \u00d6rne\u011fi<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Mayer&#8217;in multimedya \u00f6\u011frenmenin bili\u015fsel teorisinin (CTML) teorik ele\u015ftirisi ampirik \u00e7al\u0131\u015fmalarla desteklenmi\u015ftir. Metin sunumlar\u0131na grafik g\u00f6sterimler eklemenin her zaman daha iyi bir anlay\u0131\u015fla sonu\u00e7lanmad\u0131\u011f\u0131 bulundu. Baz\u0131 durumlarda \u201cresimler\u201d zihinsel modellerin in\u015fas\u0131na m\u00fcdahale ederek ger\u00e7ekten olumsuz etkilere sahip olabilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Multimedya \u00f6\u011frenmenin &#8220;ikili kodlama teorisi&#8221;nin, farkl\u0131 g\u00f6rselle\u015ftirme bi\u00e7imlerinin anlama s\u00fcrecindeki sunumdan zihinsel modellerin in\u015fas\u0131 \u00fczerindeki etkilerini hesaba katmad\u0131\u011f\u0131 sonucuna var\u0131rlar.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ba\u015fka bir \u00e7al\u0131\u015fmada, kavramsal anlay\u0131\u015f\u0131 geli\u015ftirmek i\u00e7in grafiksel temsillerin &#8220;sa\u011flad\u0131klar\u0131&#8221;n\u0131n, belirli bilimsel alanlar ba\u011flam\u0131nda ve ayr\u0131ca temsillerin t\u00fcretildi\u011fi belirli &#8220;ikonik i\u015faret sistemi&#8221; ile a\u015final\u0131\u011fa ba\u011fl\u0131 olarak g\u00f6r\u00fclmesi gerekti\u011fi bulunmu\u015ftur.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6rne\u011fin, sosyal bilimler \u00f6\u011frencilerinin grafiklere ve kavramsal diyagramlara do\u011fa bilimleri \u00f6\u011frencilerine g\u00f6re daha az a\u015fina olduklar\u0131 ve dolay\u0131s\u0131yla bu soyut-ikonik bi\u00e7imlerden ayn\u0131 faydalar\u0131 alamayacaklar\u0131 g\u00f6r\u00fclmektedir. \u00d6\u011frenciler temsillerden ancak ait olduklar\u0131 temsil bi\u00e7imlerinin anlam\u0131n\u0131 anlarlarsa yararlanabilirler.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00c7arp\u0131c\u0131 bir \u00f6rnek, lisede oldu\u011fu kadar y\u00fcksek \u00f6\u011frenimde de bilim \u00f6\u011frenimi ile ilgili bir\u00e7ok \u00e7al\u0131\u015fmada bildirilen grafi\u011fi anlama sorunlar\u0131d\u0131r. Erken bir \u00f6rnek, \u00f6\u011frencilerin kinemati\u011fi anlama \u00e7al\u0131\u015fmalar\u0131 ve grafikleri fiziksel yorumlar\u0131yla ili\u015fkilendirme sorunlar\u0131d\u0131r.<\/span><\/p>\n<hr \/>\n<p style=\"text-align: center\"><span style=\"color: #008000\">\u0130\u00e7erik D\u00dcZENLEME YAKLA\u015eIMLARI<\/span><br \/>\n<span style=\"color: #008000\">Program geli\u015ftirme <a href=\"https:\/\/legendhomework.com\/tr\/\" target=\"_blank\" rel=\"noopener\">i\u00e7erik<\/a> D\u00dcZENLEME YAKLA\u015eIMLARI<\/span><br \/>\n<span style=\"color: #008000\">Mod\u00fcler i\u00e7erik d\u00fczenleme yakla\u015f\u0131m\u0131<\/span><br \/>\n<span style=\"color: #008000\">\u0130\u00e7erik d\u00fczenleme Yakla\u015f\u0131mlar\u0131 KPSS<\/span><br \/>\n<span style=\"color: #008000\">Piramitsel yakla\u015f\u0131m \u00f6rnek<\/span><br \/>\n<span style=\"color: #008000\">Sarmal i\u00e7erik D\u00dcZENLEME Yakla\u015f\u0131m\u0131<\/span><br \/>\n<span style=\"color: #008000\">Program Geli\u015ftirme i\u00e7erik D\u00dcZENLEME \u0130lkeleri<\/span><br \/>\n<span style=\"color: #008000\">Sarmal programlama yakla\u015f\u0131m\u0131<\/span><\/p>\n<hr \/>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Grafi\u011fin anla\u015f\u0131lmas\u0131 \u00fczerine literat\u00fcr\u00fcn yak\u0131n tarihli bir incelemesi, bu ilk bulgular\u0131 desteklemekte ve grafik okuryazarl\u0131\u011f\u0131n\u0131n \u00f6\u011fretimi i\u00e7in d\u00f6rt \u00e7\u0131kar\u0131m\u0131 listelemektedir: (1) grafik okuryazarl\u0131\u011f\u0131 becerileri a\u00e7\u0131k bir \u015fekilde (ve farkl\u0131 bilimsel alanlar ba\u011flam\u0131nda) \u00f6\u011fretilmelidir, (2) \u00f6\u011frencilerin farkl\u0131 temsil t\u00fcrleri aras\u0131nda \u00e7eviri yapmak anlay\u0131\u015flar\u0131n\u0131 geli\u015ftirecektir, (3) \u00f6\u011frencilerin grafikler ve ifade ettikleri modeller aras\u0131ndaki ili\u015fkiye dikkat etmeleri ve bu konuda e\u011fitilmeleri gerekir ve (4) \u00f6\u011frencilerin grafik okumay\u0131 bir \u201cmeta\u201d haline getirmeye te\u015fvik edilmelidir. -bili\u015fsel\u201d aktivite, yani grafiklerin yorumlanmas\u0131na dikkat etmek ve ele\u015ftirel olarak yans\u0131tmak.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Y\u00fcksek \u00f6\u011frenimde bile grafi\u011fi anlamada kar\u015f\u0131la\u015f\u0131lan tipik sorunlardan biri, grafiklerin ili\u015fkisel yap\u0131lardan ziyade \u201csomut ikonik\u201d nesneler, yani g\u00f6r\u00fcnt\u00fcler olarak yorumlanmas\u0131d\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">DTU&#8217;daki kimya m\u00fchendisli\u011fi \u00f6\u011frencilerinde bulunan bir \u00f6rnek, Fourier&#8217;nin \u0131s\u0131 iletimi yasas\u0131 \u00fczerine bir testle ilgili ak\u0131l y\u00fcr\u00fctme hatalar\u0131yd\u0131; baz\u0131 \u00f6\u011frenciler grafi\u011fi kavramsal model yerine \u015fekliyle (grafiksel bir g\u00f6r\u00fcnt\u00fc \u00f6zelli\u011fi) hat\u0131rlamaya \u00e7al\u0131\u015ft\u0131. ifade eder, e\u011fri bir grafi\u011fin do\u011fru \u015feklini bildirir, ancak do\u011fru y\u00f6n\u00fcn\u00fcn ayna g\u00f6r\u00fcnt\u00fcs\u00fc olarakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u015eekil 19&#8217;daki teste (c) yan\u0131t\u0131 veren \u00f6\u011frenciler, grafi\u011fin yaln\u0131zca bir ders kitab\u0131 (veya ders) sunumu olarak hat\u0131rland\u0131\u011f\u0131ndan, grafi\u011fe herhangi bir fiziksel yorum getirememi\u015ftir. Bu, \u00f6\u011frenciler taraf\u0131ndan muhakemede kullan\u0131lan temsili bi\u00e7imlerdeki bir &#8220;tipolojik hataya&#8221; \u00f6rnek te\u015fkil eder: bir grafi\u011fi bir g\u00f6r\u00fcnt\u00fcym\u00fc\u015f gibi ele almak (veya onu etkili bir \u015fekilde zihinsel bir g\u00f6r\u00fcnt\u00fcye indirgemek).<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Y\u00fcksek \u00f6\u011fretimde grafi\u011fi anlama becerilerinin e\u011fitilmesi ihtiyac\u0131na ili\u015fkin didaktik \u00f6nerileri ve di\u011ferlerini desteklemek i\u00e7in, \u00f6\u011frenme nesnelerinin etkile\u015fim d\u00fczeylerine ili\u015fkin meta verilerle a\u00e7\u0131klanmas\u0131 gerekir (\u00f6\u011frenme nesnelerini, modellerin aktif olarak ke\u015ffedilmesiyle az ya da \u00e7ok dura\u011fan resimlerden ay\u0131rt etmek i\u00e7in) , \u00f6rne\u011fin) ve farkl\u0131 temsil bi\u00e7imleri aras\u0131ndaki \u00e7eviriler yoluyla aktif \u00f6\u011frenci \u00f6\u011frenimini desteklemeleri (\u00f6\u011frencileri grafik temsillerini, cebirsel ifadeleri veya modellerin do\u011fal dil a\u00e7\u0131klamalar\u0131n\u0131 d\u00f6n\u00fc\u015ft\u00fcrmeye motive eden kavramsal testlerde oldu\u011fu gibi).<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu b\u00f6l\u00fcmde tan\u0131t\u0131lan temsil bi\u00e7imlerinin taksonomisi, \u00f6\u011frenme nesnesi meta verileri i\u00e7in mevcut standartlar\u0131 bu t\u00fcr bilgilerle (\u00f6\u011frenme hedeflerinin spesifikasyonlar\u0131n\u0131n yan\u0131 s\u0131ra) geni\u015fletmek i\u00e7in kullan\u0131labilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Yak\u0131n zamanda yap\u0131lan bir \u00e7al\u0131\u015fmada, animasyonlar ve sim\u00fclasyonlarla \u00e7al\u0131\u015fmadan \u00f6nce \u00e7oklu statik g\u00f6sterimleri entegre ederek aktif olarak \u00e7al\u0131\u015fan \u00f6\u011frencilerin, dinamik ve etkile\u015fimli g\u00f6rselle\u015ftirmeleri do\u011frudan ke\u015ffeden \u00f6\u011frencilere g\u00f6re daha iyi \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na sahip oldu\u011fu bulundu.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu, kavramsal anlay\u0131\u015f i\u00e7in \u00e7oklu temsil bi\u00e7imlerinin b\u00fct\u00fcnle\u015ftirilmesinin \u00f6nemini g\u00f6steren ampirik bir kan\u0131tt\u0131r. Nesne havuzlar\u0131 i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6\u011fretimsel tasar\u0131m\u0131 ba\u011flam\u0131nda, meta veriler i\u00e7in mevcut XML tabanl\u0131 standartlar\u0131n, \u00f6\u011frenme nesneleri taraf\u0131ndan kullan\u0131lan temsili formlar hakk\u0131ndaki bilgilerle geni\u015fletilmesi gerekli olacakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu, \u00f6\u011frenme nesnelerinin \u00f6\u011fretim tasar\u0131m\u0131yla u\u011fra\u015fan \u00f6\u011fretmenlerin, aktif \u00f6\u011frenme i\u00e7in ko\u015fullar olu\u015fturmada daha iyi se\u00e7imler yapmalar\u0131n\u0131 sa\u011flayacakt\u0131r, \u00e7\u00fcnk\u00fc \u00f6\u011frenciler ayn\u0131 i\u00e7eri\u011fin bir\u00e7ok farkl\u0131 temsiline maruz kalmaktan fayda sa\u011flayacakt\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6rne\u011fin m\u00fchendislik e\u011fitiminde \u00f6\u011frencilerin statik grafikler, cebirsel formlar, do\u011fal dilde a\u00e7\u0131klamalar ve kavramsal diyagramlar ile animasyonlu grafikler ve etkile\u015fimli sim\u00fclasyonlar ile aktif olarak \u00e7al\u0131\u015fabilecekleri \u00f6\u011frenme ortamlar\u0131n\u0131n olu\u015fturulmas\u0131 \u00f6nemlidir.<\/span><\/p>\n<noscript class=\"ninja-forms-noscript-message\">\n\tBildirim: Bu i\u00e7erik i\u00e7in bir JavaScript gereklidir.<\/noscript>\n<div id=\"nf-form-2-cont\" class=\"nf-form-cont\" aria-live=\"polite\" aria-labelledby=\"nf-form-title-2\" aria-describedby=\"nf-form-errors-2\" role=\"form\">\n\n    <div class=\"nf-loading-spinner\"><\/div>\n\n<\/div>\n        <!-- That data is being printed as a workaround to page builders reordering the order of the scripts loaded-->\n        <script>var formDisplay=1;var nfForms=nfForms||[];var form=[];form.id='2';form.settings={\"objectType\":\"Form 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Bu t\u00fcr bilgiler, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme etkinli\u011fini, kullan\u0131lan y\u00f6ntemleri ve sosyal akt\u00f6rlerin farkl\u0131 rollerini modellemek i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6tesine ge\u00e7en daha ayr\u0131nt\u0131l\u0131&hellip; <br \/> <a class=\"button small blue\" href=\"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\">Devam\u0131<\/a><\/p>\n","protected":false},"author":2,"featured_media":390,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1893,1892],"tags":[1894,1897,1896,1898,1900,1895,1899,1901],"class_list":["post-820","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-icerik-duzenleme-yaklasimlari","category-moduler-icerik-duzenleme-yaklasimi","tag-icerik-duzenleme-yaklasimlari","tag-icerik-duzenleme-yaklasimlari-kpss","tag-moduler-icerik-duzenleme-yaklasimi","tag-piramitsel-yaklasim-ornek","tag-program-gelistirme-icerik-duzenleme-ilkeleri","tag-program-gelistirme-icerik-duzenleme-yaklasimlari","tag-sarmal-icerik-duzenleme-yaklasimi","tag-sarmal-programlama-yaklasimi"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.6.2 - aioseo.com -->\n\t<meta name=\"description\" content=\"\u0130\u00e7erik Belirtme \u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir. Bu t\u00fcr bilgiler, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme etkinli\u011fini, kullan\u0131lan y\u00f6ntemleri ve sosyal akt\u00f6rlerin farkl\u0131 rollerini modellemek i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6tesine ge\u00e7en daha ayr\u0131nt\u0131l\u0131\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<meta name=\"author\" content=\"Makale Deniz\"\/>\n\t<meta name=\"google-site-verification\" content=\"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs\" \/>\n\t<link rel=\"canonical\" href=\"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\" \/>\n\t<meta name=\"generator\" content=\"All in One SEO Pro (AIOSEO) 4.9.6.2\" \/>\n\t\t<meta property=\"og:locale\" content=\"tr_TR\" \/>\n\t\t<meta property=\"og:site_name\" content=\"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta property=\"og:description\" content=\"\u0130\u00e7erik Belirtme \u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir. 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Hedef belirleme, problem \\u00e7\\u00f6zme, karar verme gibi ekip \\u00e7al\\u0131\\u015fmas\\u0131 e\\u011fitim program\\u0131n\\u0131n belirli unsurlar\\u0131, bu faaliyetleri destekleyen i\\u015fbirlik\\u00e7i aray\\u00fczlere d\\u00f6n\\u00fc\\u015ft\\u00fcr\\u00fclebilirse, belki de ekip e\\u011fitiminin faydalar\\u0131 i\\u015fbirlik\\u00e7i bir ortamda b\\u00fcy\\u00fct\\u00fclebilir.\\n\\n\\u0130\\u015fbirlik\\u00e7i Yap\\u0131lar ve CSCL Sonu\\u00e7lar\\u0131\\n\\nSanal i\\u015fbirli\\u011finin meta-analizini \\u00f6zetleyen y\\u00fcz y\\u00fcze i\\u015fbirli\\u011fine dayal\\u0131 \\u00f6\\u011frenme ara\\u015ft\\u0131rmalar\\u0131, uygun ko\\u015fullar alt\\u0131nda \\u00f6\\u011frencilerin bireysel olarak de\\u011fil, birlikte daha fazla \\u00f6\\u011frenebileceklerini \\u00f6ne s\\u00fcr\\u00fcyor. Yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f bir i\\u015fbirlik\\u00e7i \\u00f6dev, grup \\u00e7al\\u0131\\u015fmas\\u0131ndan maksimum fayda sa\\u011flamak i\\u00e7in kritik ko\\u015fullardan biridir.\\n\\n\\u0130kincisi, ekibin her bir \\u00fcyesinin \\u00f6\\u011frenme sorumlulu\\u011fudur. \\\"Bu konular\\u0131 tart\\u0131\\u015f\\u0131n\\\" gibi genel talimatlar veren ve bireysel \\u00fcr\\u00fcnler yerine grup \\u00fcr\\u00fcnlerini \\u00f6d\\u00fcllendiren ortak \\u00e7al\\u0131\\u015fma ortamlar\\u0131, optimum sonu\\u00e7lara yol a\\u00e7mayabilir.\\n\\n\\u0130\\u015fbirlik\\u00e7i Grup Teknikleri\\n\\nEkip \\u00fcyelerinin birbirine g\\u00fcvenmesini te\\u015fvik eden ve ayn\\u0131 zamanda bireysel hesap verebilirli\\u011fi te\\u015fvik eden i\\u015fbirlik\\u00e7i yap\\u0131lar\\u0131n, y\\u00fcz y\\u00fcze ortamlarda en etkili oldu\\u011fu kan\\u0131tlanm\\u0131\\u015ft\\u0131r. Bu b\\u00f6l\\u00fcmde, y\\u00fcz y\\u00fcze i\\u015fbirlikli \\u00f6\\u011frenme ortamlar\\u0131nda yayg\\u0131n olarak kullan\\u0131lan iki yap\\u0131y\\u0131 g\\u00f6zden ge\\u00e7irece\\u011fiz: yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma ve probleme dayal\\u0131 \\u00f6\\u011frenme.\\n\\nY\\u00fcz y\\u00fcze i\\u015fbirlik\\u00e7i ortamlarda de\\u011ferlendirilen bu t\\u00fcr yap\\u0131lar, CSCL ortamlar\\u0131n\\u0131n olu\\u015fturulmas\\u0131 i\\u00e7in ba\\u015flang\\u0131\\u00e7 noktalar\\u0131 olarak hizmet edebilir.\\n\\nYap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f Tart\\u0131\\u015fma\\n\\nBir lehte ve aleyhte arg\\u00fcman yazmakla g\\u00f6revlendirilen \\u00f6\\u011frencilerin bireysel olarak, bir anlat\\u0131m veya \\u00f6zet yazmas\\u0131 istenen \\u00f6\\u011frencilerden daha fazla \\u00f6\\u011frendiklerini g\\u00f6sterdi. Bir konunun kar\\u015f\\u0131t y\\u00f6nlerini sentezleyerek te\\u015fvik edilen daha derin i\\u015fleme, yaln\\u0131zca bir \\u00f6zet yazmaktan daha fazla \\u00f6\\u011frenmeye yol a\\u00e7t\\u0131. Ger\\u00e7eklerle desteklenen bir konuda alternatif pozisyonlar geli\\u015ftirmeye arg\\u00fcmantasyon denir. Yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma ad\\u0131 verilen grup tart\\u0131\\u015fmas\\u0131 i\\u00e7in yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f bir metodoloji geli\\u015ftirdi.\\n\\nTak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 e\\u011fitimi pdf\\nTak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 e\\u011fitimi ppt\\nTak\\u0131m \\u00c7al\\u0131\\u015fmas\\u0131 E\\u011fitimi\\nEkip \\u00e7al\\u0131\\u015fmas\\u0131 ve Liderlik Ders Notlar\\u0131\\nTak\\u0131m \\u00c7al\\u0131\\u015fmas\\u0131 ve Motivasyon E\\u011fitimi\\nEkip Y\\u00f6netimi E\\u011fitimi\\n\\nYap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma i\\u00e7in i\\u015f ak\\u0131\\u015f\\u0131 \\u00f6zetlenmi\\u015ftir. \\u00d6\\u011frenciler, d\\u00f6rt ki\\u015filik heterojen tak\\u0131mlara atan\\u0131r. Tak\\u0131mlara, olumlu ve olumsuz bir pozisyona uygun bir sorun veya sorun sunulur. Tak\\u0131mlar, her biri art\\u0131y\\u0131 veya eksiyi alarak \\u00e7iftlere ayr\\u0131l\\u0131r ve kendi bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131 i\\u00e7in g\\u00fc\\u00e7l\\u00fc bir konum geli\\u015ftirir. Daha sonra, d\\u00f6rt ki\\u015filik ekip yeniden bir araya gelir ve bir \\u00e7ift di\\u011ferine arg\\u00fcmanlar\\u0131n\\u0131 sunar.\\n\\nSunumdan sonra, al\\u0131c\\u0131 \\u00e7ift, sunum ekibinin pozisyonunu anlad\\u0131klar\\u0131n\\u0131 g\\u00f6stermek i\\u00e7in arg\\u00fcman\\u0131 sunum yapan \\u00e7ifte yeterince geri vermelidir. Sonra \\u00e7iftler rolleri de\\u011fi\\u015ftirir. Sonu\\u00e7 olarak, t\\u00fcm ekip \\u00fcyeleri her iki bak\\u0131\\u015f a\\u00e7\\u0131s\\u0131ndan da bir anlay\\u0131\\u015f geli\\u015ftirir. Tart\\u0131\\u015fmadan sonra, t\\u00fcm ekip, kar\\u015f\\u0131t bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131n\\u0131n bir grup raporu veya sunumuyla sonu\\u00e7lanan mant\\u0131kl\\u0131 bir pozisyonda birle\\u015ftirildi\\u011fi bir sentez a\\u015famas\\u0131na ge\\u00e7er.\\n\\nBu yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma y\\u00f6ntemini, geleneksel tart\\u0131\\u015fmalar, bireysel \\u00f6\\u011frenme veya uzla\\u015fmay\\u0131 vurgulayan gruplar dahil olmak \\u00fczere \\u00e7e\\u015fitli alternatif yap\\u0131larla kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131rken, yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma y\\u00f6nteminin, .42 ile .42 aras\\u0131nda de\\u011fi\\u015fen etki boyutlar\\u0131yla daha etkili oldu\\u011fu ortaya \\u00e7\\u0131kt\\u0131.\\n\\nYazarlar, ba\\u015far\\u0131l\\u0131 yap\\u0131c\\u0131 tart\\u0131\\u015fma i\\u00e7in a\\u015fa\\u011f\\u0131daki unsurlar\\u0131 \\u00f6nermektedir:\\n\\n\\u2022 Hedefin, kar\\u015f\\u0131t g\\u00f6r\\u00fc\\u015fleri anlamak ve ard\\u0131ndan bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131n\\u0131n bir sentezi olmak oldu\\u011fu i\\u015fbirli\\u011fine dayal\\u0131 bir ba\\u011flam sa\\u011flay\\u0131n;\\n\\u2022 Karma ge\\u00e7mi\\u015f bilgisi ve becerisine sahip \\u00f6\\u011frenicileri i\\u00e7erecek \\u015fekilde gruplar\\u0131 yap\\u0131land\\u0131r\\u0131n;\\n\\u2022 Konularla ilgili zengin ve ilgili bilgilere eri\\u015fim sa\\u011flay\\u0131n;\\n\\u2022 \\u00c7at\\u0131\\u015fmay\\u0131 y\\u00f6netmek i\\u00e7in yeterli sosyal becerileri sa\\u011flay\\u0131n; ve\\n\\u2022 Grup etkile\\u015fimlerini rasyonel arg\\u00fcmanlara odaklay\\u0131n.\\n\\nYap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma, bir CSCL uyarlamas\\u0131nda e\\u015fzamans\\u0131z ve e\\u015fzamanl\\u0131 tesislerin bir kombinasyonunu kullanabilir. \\u00d6rne\\u011fin, iki veya daha fazla alternatif pozisyona uygun bir uygulama problemi veya durumu sunun. \\u0130lgili kaynaklara ba\\u011flant\\u0131lar sa\\u011flay\\u0131n.\\n\\nPozisyonlardan birini ara\\u015ft\\u0131rmak ve savunmak i\\u00e7in \\u00e7iftler atay\\u0131n. Her bir \\u00e7ift, konumlar\\u0131n\\u0131 ara\\u015ft\\u0131rmak ve durumlar\\u0131n\\u0131 geli\\u015ftirmek i\\u00e7in e-posta veya tart\\u0131\\u015fma panolar\\u0131 arac\\u0131l\\u0131\\u011f\\u0131yla e\\u015fzamans\\u0131z olarak ve ayr\\u0131ca telefon veya \\u00e7evrimi\\u00e7i konferans arac\\u0131l\\u0131\\u011f\\u0131yla e\\u015f zamanl\\u0131 olarak \\u00e7al\\u0131\\u015fabilir. Daha sonra her bir \\u00e7ift, arg\\u00fcmanlar\\u0131n\\u0131 eri\\u015filebilir bir \\u00e7evrimi\\u00e7i konuma g\\u00f6nderir ve kar\\u015f\\u0131t arg\\u00fcmanlar\\u0131 g\\u00f6zden ge\\u00e7irir.\\n\\nAlternatif konumlar\\u0131n anla\\u015f\\u0131ld\\u0131\\u011f\\u0131n\\u0131 do\\u011frulamak i\\u00e7in \\u00e7iftler, kar\\u015f\\u0131t arg\\u00fcmanlar\\u0131n \\u00f6zetlerini yay\\u0131nlayabilir veya e\\u015fzamanl\\u0131 oturumlarda kar\\u015f\\u0131t konumlar\\u0131 geri bildirebilir. Al\\u0131\\u015ft\\u0131rmay\\u0131 tamamlamak i\\u00e7in d\\u00f6rt ki\\u015filik t\\u00fcm ekip, t\\u00fcm bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131n\\u0131n sentezini temsil eden bir proje geli\\u015ftirir. CSCL'ye aktar\\u0131lan yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f arg\\u00fcmantasyon, e\\u015fzamanl\\u0131 tart\\u0131\\u015fmalarla birle\\u015ftirilmi\\u015f e\\u015fzamans\\u0131z ara\\u015ft\\u0131rma ve derinlemesine d\\u00fc\\u015f\\u00fcnme kombinasyonundan yararlanabilir.\\n\\nProbleme Dayal\\u0131 \\u00d6\\u011frenme\\n\\nBaz\\u0131 \\u00fcniversiteler, probleme dayal\\u0131 \\u00f6\\u011frenme (PBL) ad\\u0131 verilen \\u00f6zel bir i\\u015fbirli\\u011fine dayal\\u0131 \\u00f6\\u011frenme bi\\u00e7imini benimsemi\\u015ftir. \\u00c7o\\u011fu PD\\u00d6 ekibi, ekibin bir vakay\\u0131 birlikte g\\u00f6zden ge\\u00e7irdi\\u011fi, her bir \\u00fcyenin bireysel olarak \\u00fczerinde \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131 ve ard\\u0131ndan \\u00f6\\u011frenilen dersleri vakaya uygulamak i\\u00e7in tak\\u0131m\\u0131n yeniden topland\\u0131\\u011f\\u0131 yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f bir s\\u00fcre\\u00e7 izler.\\n\\n\\u00d6rne\\u011fin, g\\u00f6sterilen gibi sunulan bir vakay\\u0131 okuduktan sonra a\\u015fa\\u011f\\u0131daki ekip s\\u00fcrecini takip eder:\\n\\n1. Bilinmeyen terim ve kavramlar\\u0131 netle\\u015ftirin.\\n2. Vakadaki sorunu tan\\u0131mlay\\u0131n.\\n3. Makul a\\u00e7\\u0131klamalar\\u0131 belirleyerek sorunu analiz etmek i\\u00e7in beyin f\\u0131rt\\u0131nas\\u0131n\\u0131 kullan\\u0131n.\\n4. \\u00dcretilen farkl\\u0131 a\\u00e7\\u0131klamalar\\u0131 ele\\u015ftirin ve sorunun tutarl\\u0131 bir tan\\u0131m\\u0131n\\u0131 yapmak i\\u00e7in \\u00e7al\\u0131\\u015f\\u0131n.\\n5. \\u00d6\\u011frenme konular\\u0131n\\u0131 tan\\u0131mlay\\u0131n.\\n6. \\u00d6\\u011frenme konular\\u0131n\\u0131n belirledi\\u011fi bo\\u015fluklar\\u0131 doldurmak i\\u00e7in kendi kendini y\\u00f6neten \\u00e7al\\u0131\\u015fmayla me\\u015fgul ol.\\n7. \\u00d6\\u011frenilenleri payla\\u015fmak ve nihai bir problem \\u00e7\\u00f6z\\u00fcm\\u00fc geli\\u015ftirmek i\\u00e7in ekiple bulu\\u015fun.\"},\"datePublished\":\"2023-02-14T15:53:04+03:00\",\"dateModified\":\"2023-02-14T15:53:04+03:00\",\"inLanguage\":\"tr-TR\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\"},\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\"},\"articleSection\":\"\\u0130\\u00e7erik D\\u00dcZENLEME YAKLA\\u015eIMLARI, Mod\\u00fcler i\\u00e7erik d\\u00fczenleme yakla\\u015f\\u0131m\\u0131, \\u0130\\u00e7erik D\\u00dcZENLEME YAKLA\\u015eIMLARI, \\u0130\\u00e7erik d\\u00fczenleme Yakla\\u015f\\u0131mlar\\u0131 KPSS, Mod\\u00fcler i\\u00e7erik d\\u00fczenleme yakla\\u015f\\u0131m\\u0131, Piramitsel yakla\\u015f\\u0131m \\u00f6rnek, Program Geli\\u015ftirme i\\u00e7erik D\\u00dcZENLEME \\u0130lkeleri, Program geli\\u015ftirme i\\u00e7erik D\\u00dcZENLEME YAKLA\\u015eIMLARI, Sarmal i\\u00e7erik D\\u00dcZENLEME Yakla\\u015f\\u0131m\\u0131, Sarmal programlama yakla\\u015f\\u0131m\\u0131\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\",\"itemListElement\":[{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr#listItem\",\"position\":1,\"name\":\"Ev\",\"item\":\"https:\\\/\\\/legendhomework.com\\\/tr\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/moduler-icerik-duzenleme-yaklasimi\\\/#listItem\",\"name\":\"Mod\\u00fcler i\\u00e7erik d\\u00fczenleme yakla\\u015f\\u0131m\\u0131\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/moduler-icerik-duzenleme-yaklasimi\\\/#listItem\",\"position\":2,\"name\":\"Mod\\u00fcler i\\u00e7erik d\\u00fczenleme yakla\\u015f\\u0131m\\u0131\",\"item\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/moduler-icerik-duzenleme-yaklasimi\\\/\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#listItem\",\"name\":\"\\u0130\\u00e7erik Belirtme \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\"},\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr#listItem\",\"name\":\"Ev\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#listItem\",\"position\":3,\"name\":\"\\u0130\\u00e7erik Belirtme \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\",\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/moduler-icerik-duzenleme-yaklasimi\\\/#listItem\",\"name\":\"Mod\\u00fcler i\\u00e7erik d\\u00fczenleme yakla\\u015f\\u0131m\\u0131\"}}]},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"telephone\":\"+905423712952\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/10\\\/rapor.jpeg\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#organizationLogo\",\"width\":304,\"height\":166,\"caption\":\"Rapor Nas\\u0131l Yaz\\u0131l\\u0131r ?\\u00a0 \\u2013 Rapor Nas\\u0131l Haz\\u0131rlan\\u0131r? \\u2013 Rapor \\u00d6devi Nedir? \\u2013 Rapor Haz\\u0131rlatma -Rapor \\u00dccretleri \\u2013 Rapor Haz\\u0131rlatma \\u00dccretleri\"},\"image\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#organizationLogo\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/\",\"name\":\"Makale Deniz\",\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g\"}},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/\",\"name\":\"\\u0130\\u00e7erik Belirtme \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri - Makale Yapt\\u0131rma - LH\",\"description\":\"\\u0130\\u00e7erik Belirtme \\u0130\\u00e7erik belirtimleri, nesnenin at\\u0131fta bulundu\\u011fu bilimsel alan, \\u00f6\\u011frenenin nesnenin kullan\\u0131m\\u0131ndan faydalanmak i\\u00e7in ihtiya\\u00e7 duydu\\u011fu \\u00f6n bilgiler, nesnenin kullan\\u0131m\\u0131 i\\u00e7in \\u00f6\\u011frenme hedefleri ve ama\\u00e7lanan kullan\\u0131m senaryolar\\u0131 hakk\\u0131nda daha ayr\\u0131nt\\u0131l\\u0131 bilgileri i\\u00e7ermelidir. Bu t\\u00fcr bilgiler, t\\u00fcm \\u00f6\\u011fretme ve \\u00f6\\u011frenme etkinli\\u011fini, kullan\\u0131lan y\\u00f6ntemleri ve sosyal akt\\u00f6rlerin farkl\\u0131 rollerini modellemek i\\u00e7in \\u00f6\\u011frenme nesnelerinin \\u00f6tesine ge\\u00e7en daha ayr\\u0131nt\\u0131l\\u0131\",\"inLanguage\":\"tr-TR\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\"},\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"creator\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/10\\\/pro.jpeg\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\",\"width\":990,\"height\":570,\"caption\":\"Ekip Kurma Becerileri\\u00a0\\n\\nMeta-analizde, daha iyi bireysel ba\\u015far\\u0131 sonu\\u00e7lar\\u0131, daha iyi tak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 becerileri ile ili\\u015fkilidir. Benzer bir sonu\\u00e7, e\\u011fitimli ve e\\u011fitimsiz ekiplerin \\u00e7e\\u015fitli kurs g\\u00f6revlerini yerine getirmek i\\u00e7in birlikte \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131 bir y\\u0131ll\\u0131k y\\u00fcz y\\u00fcze \\u00fcniversite kursunu kar\\u015f\\u0131la\\u015ft\\u0131ran bir \\u00e7al\\u0131\\u015fmada rapor edilmi\\u015ftir.\\n\\nBir g\\u00fcnl\\u00fck ekip becerileri e\\u011fitim program\\u0131n\\u0131 tamamlayan y\\u00fcz y\\u00fcze ekiplerde \\u00e7al\\u0131\\u015fan bireylerin, e\\u011fitimsiz ekiplere g\\u00f6re y\\u00fczde 6 daha y\\u00fcksek d\\u00f6nem sonu puanlar\\u0131 kazand\\u0131\\u011f\\u0131 bulundu.\\n\\nEkip becerileri e\\u011fitimi \\u015funlar\\u0131 i\\u00e7eriyordu: hedef belirleme, problem \\u00e7\\u00f6zme, planlama, karar verme ve zaman y\\u00f6netimi. Ekip becerileri e\\u011fitiminin faydalar\\u0131, birlikte e\\u011fitilen ekipler bir arada kald\\u0131\\u011f\\u0131 s\\u00fcrece devam etti.\\n\\nAncak, e\\u011fitimli tak\\u0131m \\u00fcyeleri ikinci yar\\u0131y\\u0131lda yeni tak\\u0131mlar halinde yeniden d\\u00fczenlendi\\u011finde, yeni tak\\u0131mlar\\u0131n sonu\\u00e7lar\\u0131 e\\u011fitim almam\\u0131\\u015f tak\\u0131mlar\\u0131nkinden daha iyi de\\u011fildi. Bir takip deneyinde, ba\\u015fka bir tak\\u0131m grubuna tak\\u0131m becerileri e\\u011fitimi verildi ve d\\u00f6nem sonunda yeni tak\\u0131mlar halinde yeniden organize edilmek yerine akademik y\\u0131l boyunca bozulmadan kald\\u0131lar.\\n\\nBu bozulmam\\u0131\\u015f ekipler, geli\\u015fmi\\u015f \\u00f6\\u011frenme \\u00e7\\u0131kt\\u0131lar\\u0131n\\u0131 s\\u00fcrd\\u00fcrd\\u00fcler. Yazarlar, belirli bir tak\\u0131mda geli\\u015ftirilen tak\\u0131m becerilerinin bir tak\\u0131mdan di\\u011ferine transfer olmayabilece\\u011fini \\u00f6ne s\\u00fcrmektedir. \\u015eu sonuca var\\u0131yorlar: \\\"Bu bulgular, \\u00f6nceki tak\\u0131m becerileri e\\u011fitiminin, yaln\\u0131zca kolayla\\u015ft\\u0131r\\u0131lmam\\u0131\\u015f gruplara yerle\\u015ftirilen \\u00f6\\u011frencilerinkine k\\u0131yasla \\u00fcst\\u00fcn i\\u015fbirlik\\u00e7i grup \\u00e7al\\u0131\\u015fmas\\u0131 \\u00fcretti\\u011fine dair ampirik kan\\u0131tlar sa\\u011fl\\u0131yor.\\n\\nBu \\u00e7al\\u0131\\u015fma, y\\u00fcz y\\u00fcze i\\u015fbirli\\u011fine dayal\\u0131 \\u00f6\\u011frenmeye odaklanm\\u0131\\u015ft\\u0131r. Hedef belirleme, problem \\u00e7\\u00f6zme, karar verme gibi ekip \\u00e7al\\u0131\\u015fmas\\u0131 e\\u011fitim program\\u0131n\\u0131n belirli unsurlar\\u0131, bu faaliyetleri destekleyen i\\u015fbirlik\\u00e7i aray\\u00fczlere d\\u00f6n\\u00fc\\u015ft\\u00fcr\\u00fclebilirse, belki de ekip e\\u011fitiminin faydalar\\u0131 i\\u015fbirlik\\u00e7i bir ortamda b\\u00fcy\\u00fct\\u00fclebilir.\\n\\n\\u0130\\u015fbirlik\\u00e7i Yap\\u0131lar ve CSCL Sonu\\u00e7lar\\u0131\\n\\nSanal i\\u015fbirli\\u011finin meta-analizini \\u00f6zetleyen y\\u00fcz y\\u00fcze i\\u015fbirli\\u011fine dayal\\u0131 \\u00f6\\u011frenme ara\\u015ft\\u0131rmalar\\u0131, uygun ko\\u015fullar alt\\u0131nda \\u00f6\\u011frencilerin bireysel olarak de\\u011fil, birlikte daha fazla \\u00f6\\u011frenebileceklerini \\u00f6ne s\\u00fcr\\u00fcyor. Yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f bir i\\u015fbirlik\\u00e7i \\u00f6dev, grup \\u00e7al\\u0131\\u015fmas\\u0131ndan maksimum fayda sa\\u011flamak i\\u00e7in kritik ko\\u015fullardan biridir.\\n\\n\\u0130kincisi, ekibin her bir \\u00fcyesinin \\u00f6\\u011frenme sorumlulu\\u011fudur. \\\"Bu konular\\u0131 tart\\u0131\\u015f\\u0131n\\\" gibi genel talimatlar veren ve bireysel \\u00fcr\\u00fcnler yerine grup \\u00fcr\\u00fcnlerini \\u00f6d\\u00fcllendiren ortak \\u00e7al\\u0131\\u015fma ortamlar\\u0131, optimum sonu\\u00e7lara yol a\\u00e7mayabilir.\\n\\n\\u0130\\u015fbirlik\\u00e7i Grup Teknikleri\\n\\nEkip \\u00fcyelerinin birbirine g\\u00fcvenmesini te\\u015fvik eden ve ayn\\u0131 zamanda bireysel hesap verebilirli\\u011fi te\\u015fvik eden i\\u015fbirlik\\u00e7i yap\\u0131lar\\u0131n, y\\u00fcz y\\u00fcze ortamlarda en etkili oldu\\u011fu kan\\u0131tlanm\\u0131\\u015ft\\u0131r. Bu b\\u00f6l\\u00fcmde, y\\u00fcz y\\u00fcze i\\u015fbirlikli \\u00f6\\u011frenme ortamlar\\u0131nda yayg\\u0131n olarak kullan\\u0131lan iki yap\\u0131y\\u0131 g\\u00f6zden ge\\u00e7irece\\u011fiz: yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma ve probleme dayal\\u0131 \\u00f6\\u011frenme.\\n\\nY\\u00fcz y\\u00fcze i\\u015fbirlik\\u00e7i ortamlarda de\\u011ferlendirilen bu t\\u00fcr yap\\u0131lar, CSCL ortamlar\\u0131n\\u0131n olu\\u015fturulmas\\u0131 i\\u00e7in ba\\u015flang\\u0131\\u00e7 noktalar\\u0131 olarak hizmet edebilir.\\n\\nYap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f Tart\\u0131\\u015fma\\n\\nBir lehte ve aleyhte arg\\u00fcman yazmakla g\\u00f6revlendirilen \\u00f6\\u011frencilerin bireysel olarak, bir anlat\\u0131m veya \\u00f6zet yazmas\\u0131 istenen \\u00f6\\u011frencilerden daha fazla \\u00f6\\u011frendiklerini g\\u00f6sterdi. Bir konunun kar\\u015f\\u0131t y\\u00f6nlerini sentezleyerek te\\u015fvik edilen daha derin i\\u015fleme, yaln\\u0131zca bir \\u00f6zet yazmaktan daha fazla \\u00f6\\u011frenmeye yol a\\u00e7t\\u0131. Ger\\u00e7eklerle desteklenen bir konuda alternatif pozisyonlar geli\\u015ftirmeye arg\\u00fcmantasyon denir. Yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma ad\\u0131 verilen grup tart\\u0131\\u015fmas\\u0131 i\\u00e7in yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f bir metodoloji geli\\u015ftirdi.\\n\\nTak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 e\\u011fitimi pdf\\nTak\\u0131m \\u00e7al\\u0131\\u015fmas\\u0131 e\\u011fitimi ppt\\nTak\\u0131m \\u00c7al\\u0131\\u015fmas\\u0131 E\\u011fitimi\\nEkip \\u00e7al\\u0131\\u015fmas\\u0131 ve Liderlik Ders Notlar\\u0131\\nTak\\u0131m \\u00c7al\\u0131\\u015fmas\\u0131 ve Motivasyon E\\u011fitimi\\nEkip Y\\u00f6netimi E\\u011fitimi\\n\\nYap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma i\\u00e7in i\\u015f ak\\u0131\\u015f\\u0131 \\u00f6zetlenmi\\u015ftir. \\u00d6\\u011frenciler, d\\u00f6rt ki\\u015filik heterojen tak\\u0131mlara atan\\u0131r. Tak\\u0131mlara, olumlu ve olumsuz bir pozisyona uygun bir sorun veya sorun sunulur. Tak\\u0131mlar, her biri art\\u0131y\\u0131 veya eksiyi alarak \\u00e7iftlere ayr\\u0131l\\u0131r ve kendi bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131 i\\u00e7in g\\u00fc\\u00e7l\\u00fc bir konum geli\\u015ftirir. Daha sonra, d\\u00f6rt ki\\u015filik ekip yeniden bir araya gelir ve bir \\u00e7ift di\\u011ferine arg\\u00fcmanlar\\u0131n\\u0131 sunar.\\n\\nSunumdan sonra, al\\u0131c\\u0131 \\u00e7ift, sunum ekibinin pozisyonunu anlad\\u0131klar\\u0131n\\u0131 g\\u00f6stermek i\\u00e7in arg\\u00fcman\\u0131 sunum yapan \\u00e7ifte yeterince geri vermelidir. Sonra \\u00e7iftler rolleri de\\u011fi\\u015ftirir. Sonu\\u00e7 olarak, t\\u00fcm ekip \\u00fcyeleri her iki bak\\u0131\\u015f a\\u00e7\\u0131s\\u0131ndan da bir anlay\\u0131\\u015f geli\\u015ftirir. Tart\\u0131\\u015fmadan sonra, t\\u00fcm ekip, kar\\u015f\\u0131t bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131n\\u0131n bir grup raporu veya sunumuyla sonu\\u00e7lanan mant\\u0131kl\\u0131 bir pozisyonda birle\\u015ftirildi\\u011fi bir sentez a\\u015famas\\u0131na ge\\u00e7er.\\n\\nBu yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma y\\u00f6ntemini, geleneksel tart\\u0131\\u015fmalar, bireysel \\u00f6\\u011frenme veya uzla\\u015fmay\\u0131 vurgulayan gruplar dahil olmak \\u00fczere \\u00e7e\\u015fitli alternatif yap\\u0131larla kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131rken, yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma y\\u00f6nteminin, .42 ile .42 aras\\u0131nda de\\u011fi\\u015fen etki boyutlar\\u0131yla daha etkili oldu\\u011fu ortaya \\u00e7\\u0131kt\\u0131.\\n\\nYazarlar, ba\\u015far\\u0131l\\u0131 yap\\u0131c\\u0131 tart\\u0131\\u015fma i\\u00e7in a\\u015fa\\u011f\\u0131daki unsurlar\\u0131 \\u00f6nermektedir:\\n\\n\\u2022 Hedefin, kar\\u015f\\u0131t g\\u00f6r\\u00fc\\u015fleri anlamak ve ard\\u0131ndan bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131n\\u0131n bir sentezi olmak oldu\\u011fu i\\u015fbirli\\u011fine dayal\\u0131 bir ba\\u011flam sa\\u011flay\\u0131n;\\n\\u2022 Karma ge\\u00e7mi\\u015f bilgisi ve becerisine sahip \\u00f6\\u011frenicileri i\\u00e7erecek \\u015fekilde gruplar\\u0131 yap\\u0131land\\u0131r\\u0131n;\\n\\u2022 Konularla ilgili zengin ve ilgili bilgilere eri\\u015fim sa\\u011flay\\u0131n;\\n\\u2022 \\u00c7at\\u0131\\u015fmay\\u0131 y\\u00f6netmek i\\u00e7in yeterli sosyal becerileri sa\\u011flay\\u0131n; ve\\n\\u2022 Grup etkile\\u015fimlerini rasyonel arg\\u00fcmanlara odaklay\\u0131n.\\n\\nYap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f tart\\u0131\\u015fma, bir CSCL uyarlamas\\u0131nda e\\u015fzamans\\u0131z ve e\\u015fzamanl\\u0131 tesislerin bir kombinasyonunu kullanabilir. \\u00d6rne\\u011fin, iki veya daha fazla alternatif pozisyona uygun bir uygulama problemi veya durumu sunun. \\u0130lgili kaynaklara ba\\u011flant\\u0131lar sa\\u011flay\\u0131n.\\n\\nPozisyonlardan birini ara\\u015ft\\u0131rmak ve savunmak i\\u00e7in \\u00e7iftler atay\\u0131n. Her bir \\u00e7ift, konumlar\\u0131n\\u0131 ara\\u015ft\\u0131rmak ve durumlar\\u0131n\\u0131 geli\\u015ftirmek i\\u00e7in e-posta veya tart\\u0131\\u015fma panolar\\u0131 arac\\u0131l\\u0131\\u011f\\u0131yla e\\u015fzamans\\u0131z olarak ve ayr\\u0131ca telefon veya \\u00e7evrimi\\u00e7i konferans arac\\u0131l\\u0131\\u011f\\u0131yla e\\u015f zamanl\\u0131 olarak \\u00e7al\\u0131\\u015fabilir. Daha sonra her bir \\u00e7ift, arg\\u00fcmanlar\\u0131n\\u0131 eri\\u015filebilir bir \\u00e7evrimi\\u00e7i konuma g\\u00f6nderir ve kar\\u015f\\u0131t arg\\u00fcmanlar\\u0131 g\\u00f6zden ge\\u00e7irir.\\n\\nAlternatif konumlar\\u0131n anla\\u015f\\u0131ld\\u0131\\u011f\\u0131n\\u0131 do\\u011frulamak i\\u00e7in \\u00e7iftler, kar\\u015f\\u0131t arg\\u00fcmanlar\\u0131n \\u00f6zetlerini yay\\u0131nlayabilir veya e\\u015fzamanl\\u0131 oturumlarda kar\\u015f\\u0131t konumlar\\u0131 geri bildirebilir. Al\\u0131\\u015ft\\u0131rmay\\u0131 tamamlamak i\\u00e7in d\\u00f6rt ki\\u015filik t\\u00fcm ekip, t\\u00fcm bak\\u0131\\u015f a\\u00e7\\u0131lar\\u0131n\\u0131n sentezini temsil eden bir proje geli\\u015ftirir. CSCL'ye aktar\\u0131lan yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f arg\\u00fcmantasyon, e\\u015fzamanl\\u0131 tart\\u0131\\u015fmalarla birle\\u015ftirilmi\\u015f e\\u015fzamans\\u0131z ara\\u015ft\\u0131rma ve derinlemesine d\\u00fc\\u015f\\u00fcnme kombinasyonundan yararlanabilir.\\n\\nProbleme Dayal\\u0131 \\u00d6\\u011frenme\\n\\nBaz\\u0131 \\u00fcniversiteler, probleme dayal\\u0131 \\u00f6\\u011frenme (PBL) ad\\u0131 verilen \\u00f6zel bir i\\u015fbirli\\u011fine dayal\\u0131 \\u00f6\\u011frenme bi\\u00e7imini benimsemi\\u015ftir. \\u00c7o\\u011fu PD\\u00d6 ekibi, ekibin bir vakay\\u0131 birlikte g\\u00f6zden ge\\u00e7irdi\\u011fi, her bir \\u00fcyenin bireysel olarak \\u00fczerinde \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131 ve ard\\u0131ndan \\u00f6\\u011frenilen dersleri vakaya uygulamak i\\u00e7in tak\\u0131m\\u0131n yeniden topland\\u0131\\u011f\\u0131 yap\\u0131land\\u0131r\\u0131lm\\u0131\\u015f bir s\\u00fcre\\u00e7 izler.\\n\\n\\u00d6rne\\u011fin, g\\u00f6sterilen gibi sunulan bir vakay\\u0131 okuduktan sonra a\\u015fa\\u011f\\u0131daki ekip s\\u00fcrecini takip eder:\\n\\n1. Bilinmeyen terim ve kavramlar\\u0131 netle\\u015ftirin.\\n2. Vakadaki sorunu tan\\u0131mlay\\u0131n.\\n3. Makul a\\u00e7\\u0131klamalar\\u0131 belirleyerek sorunu analiz etmek i\\u00e7in beyin f\\u0131rt\\u0131nas\\u0131n\\u0131 kullan\\u0131n.\\n4. \\u00dcretilen farkl\\u0131 a\\u00e7\\u0131klamalar\\u0131 ele\\u015ftirin ve sorunun tutarl\\u0131 bir tan\\u0131m\\u0131n\\u0131 yapmak i\\u00e7in \\u00e7al\\u0131\\u015f\\u0131n.\\n5. \\u00d6\\u011frenme konular\\u0131n\\u0131 tan\\u0131mlay\\u0131n.\\n6. \\u00d6\\u011frenme konular\\u0131n\\u0131n belirledi\\u011fi bo\\u015fluklar\\u0131 doldurmak i\\u00e7in kendi kendini y\\u00f6neten \\u00e7al\\u0131\\u015fmayla me\\u015fgul ol.\\n7. \\u00d6\\u011frenilenleri payla\\u015fmak ve nihai bir problem \\u00e7\\u00f6z\\u00fcm\\u00fc geli\\u015ftirmek i\\u00e7in ekiple bulu\\u015fun.\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\"},\"datePublished\":\"2023-02-14T15:53:04+03:00\",\"dateModified\":\"2023-02-14T15:53:04+03:00\"},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"inLanguage\":\"tr-TR\",\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"}}]}\n\t\t<\/script>\n\t\t<!-- All in One SEO Pro -->\r\n\t\t<title>\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH<\/title>\n\n","aioseo_head_json":{"title":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"\u0130\u00e7erik Belirtme \u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir. Bu t\u00fcr bilgiler, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme etkinli\u011fini, kullan\u0131lan y\u00f6ntemleri ve sosyal akt\u00f6rlerin farkl\u0131 rollerini modellemek i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6tesine ge\u00e7en daha ayr\u0131nt\u0131l\u0131","canonical_url":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","robots":"max-image-preview:large","keywords":"","webmasterTools":{"google-site-verification":"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs","miscellaneous":""},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"BlogPosting","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#blogposting","name":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","headline":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/pro.jpeg","width":990,"height":570,"caption":"Ekip Kurma Becerileri\u00a0\n\nMeta-analizde, daha iyi bireysel ba\u015far\u0131 sonu\u00e7lar\u0131, daha iyi tak\u0131m \u00e7al\u0131\u015fmas\u0131 becerileri ile ili\u015fkilidir. Benzer bir sonu\u00e7, e\u011fitimli ve e\u011fitimsiz ekiplerin \u00e7e\u015fitli kurs g\u00f6revlerini yerine getirmek i\u00e7in birlikte \u00e7al\u0131\u015ft\u0131\u011f\u0131 bir y\u0131ll\u0131k y\u00fcz y\u00fcze \u00fcniversite kursunu kar\u015f\u0131la\u015ft\u0131ran bir \u00e7al\u0131\u015fmada rapor edilmi\u015ftir.\n\nBir g\u00fcnl\u00fck ekip becerileri e\u011fitim program\u0131n\u0131 tamamlayan y\u00fcz y\u00fcze ekiplerde \u00e7al\u0131\u015fan bireylerin, e\u011fitimsiz ekiplere g\u00f6re y\u00fczde 6 daha y\u00fcksek d\u00f6nem sonu puanlar\u0131 kazand\u0131\u011f\u0131 bulundu.\n\nEkip becerileri e\u011fitimi \u015funlar\u0131 i\u00e7eriyordu: hedef belirleme, problem \u00e7\u00f6zme, planlama, karar verme ve zaman y\u00f6netimi. Ekip becerileri e\u011fitiminin faydalar\u0131, birlikte e\u011fitilen ekipler bir arada kald\u0131\u011f\u0131 s\u00fcrece devam etti.\n\nAncak, e\u011fitimli tak\u0131m \u00fcyeleri ikinci yar\u0131y\u0131lda yeni tak\u0131mlar halinde yeniden d\u00fczenlendi\u011finde, yeni tak\u0131mlar\u0131n sonu\u00e7lar\u0131 e\u011fitim almam\u0131\u015f tak\u0131mlar\u0131nkinden daha iyi de\u011fildi. Bir takip deneyinde, ba\u015fka bir tak\u0131m grubuna tak\u0131m becerileri e\u011fitimi verildi ve d\u00f6nem sonunda yeni tak\u0131mlar halinde yeniden organize edilmek yerine akademik y\u0131l boyunca bozulmadan kald\u0131lar.\n\nBu bozulmam\u0131\u015f ekipler, geli\u015fmi\u015f \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 s\u00fcrd\u00fcrd\u00fcler. Yazarlar, belirli bir tak\u0131mda geli\u015ftirilen tak\u0131m becerilerinin bir tak\u0131mdan di\u011ferine transfer olmayabilece\u011fini \u00f6ne s\u00fcrmektedir. \u015eu sonuca var\u0131yorlar: \"Bu bulgular, \u00f6nceki tak\u0131m becerileri e\u011fitiminin, yaln\u0131zca kolayla\u015ft\u0131r\u0131lmam\u0131\u015f gruplara yerle\u015ftirilen \u00f6\u011frencilerinkine k\u0131yasla \u00fcst\u00fcn i\u015fbirlik\u00e7i grup \u00e7al\u0131\u015fmas\u0131 \u00fcretti\u011fine dair ampirik kan\u0131tlar sa\u011fl\u0131yor.\n\nBu \u00e7al\u0131\u015fma, y\u00fcz y\u00fcze i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenmeye odaklanm\u0131\u015ft\u0131r. Hedef belirleme, problem \u00e7\u00f6zme, karar verme gibi ekip \u00e7al\u0131\u015fmas\u0131 e\u011fitim program\u0131n\u0131n belirli unsurlar\u0131, bu faaliyetleri destekleyen i\u015fbirlik\u00e7i aray\u00fczlere d\u00f6n\u00fc\u015ft\u00fcr\u00fclebilirse, belki de ekip e\u011fitiminin faydalar\u0131 i\u015fbirlik\u00e7i bir ortamda b\u00fcy\u00fct\u00fclebilir.\n\n\u0130\u015fbirlik\u00e7i Yap\u0131lar ve CSCL Sonu\u00e7lar\u0131\n\nSanal i\u015fbirli\u011finin meta-analizini \u00f6zetleyen y\u00fcz y\u00fcze i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme ara\u015ft\u0131rmalar\u0131, uygun ko\u015fullar alt\u0131nda \u00f6\u011frencilerin bireysel olarak de\u011fil, birlikte daha fazla \u00f6\u011frenebileceklerini \u00f6ne s\u00fcr\u00fcyor. Yap\u0131land\u0131r\u0131lm\u0131\u015f bir i\u015fbirlik\u00e7i \u00f6dev, grup \u00e7al\u0131\u015fmas\u0131ndan maksimum fayda sa\u011flamak i\u00e7in kritik ko\u015fullardan biridir.\n\n\u0130kincisi, ekibin her bir \u00fcyesinin \u00f6\u011frenme sorumlulu\u011fudur. \"Bu konular\u0131 tart\u0131\u015f\u0131n\" gibi genel talimatlar veren ve bireysel \u00fcr\u00fcnler yerine grup \u00fcr\u00fcnlerini \u00f6d\u00fcllendiren ortak \u00e7al\u0131\u015fma ortamlar\u0131, optimum sonu\u00e7lara yol a\u00e7mayabilir.\n\n\u0130\u015fbirlik\u00e7i Grup Teknikleri\n\nEkip \u00fcyelerinin birbirine g\u00fcvenmesini te\u015fvik eden ve ayn\u0131 zamanda bireysel hesap verebilirli\u011fi te\u015fvik eden i\u015fbirlik\u00e7i yap\u0131lar\u0131n, y\u00fcz y\u00fcze ortamlarda en etkili oldu\u011fu kan\u0131tlanm\u0131\u015ft\u0131r. Bu b\u00f6l\u00fcmde, y\u00fcz y\u00fcze i\u015fbirlikli \u00f6\u011frenme ortamlar\u0131nda yayg\u0131n olarak kullan\u0131lan iki yap\u0131y\u0131 g\u00f6zden ge\u00e7irece\u011fiz: yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma ve probleme dayal\u0131 \u00f6\u011frenme.\n\nY\u00fcz y\u00fcze i\u015fbirlik\u00e7i ortamlarda de\u011ferlendirilen bu t\u00fcr yap\u0131lar, CSCL ortamlar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in ba\u015flang\u0131\u00e7 noktalar\u0131 olarak hizmet edebilir.\n\nYap\u0131land\u0131r\u0131lm\u0131\u015f Tart\u0131\u015fma\n\nBir lehte ve aleyhte arg\u00fcman yazmakla g\u00f6revlendirilen \u00f6\u011frencilerin bireysel olarak, bir anlat\u0131m veya \u00f6zet yazmas\u0131 istenen \u00f6\u011frencilerden daha fazla \u00f6\u011frendiklerini g\u00f6sterdi. Bir konunun kar\u015f\u0131t y\u00f6nlerini sentezleyerek te\u015fvik edilen daha derin i\u015fleme, yaln\u0131zca bir \u00f6zet yazmaktan daha fazla \u00f6\u011frenmeye yol a\u00e7t\u0131. Ger\u00e7eklerle desteklenen bir konuda alternatif pozisyonlar geli\u015ftirmeye arg\u00fcmantasyon denir. Yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma ad\u0131 verilen grup tart\u0131\u015fmas\u0131 i\u00e7in yap\u0131land\u0131r\u0131lm\u0131\u015f bir metodoloji geli\u015ftirdi.\n\nTak\u0131m \u00e7al\u0131\u015fmas\u0131 e\u011fitimi pdf\nTak\u0131m \u00e7al\u0131\u015fmas\u0131 e\u011fitimi ppt\nTak\u0131m \u00c7al\u0131\u015fmas\u0131 E\u011fitimi\nEkip \u00e7al\u0131\u015fmas\u0131 ve Liderlik Ders Notlar\u0131\nTak\u0131m \u00c7al\u0131\u015fmas\u0131 ve Motivasyon E\u011fitimi\nEkip Y\u00f6netimi E\u011fitimi\n\nYap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma i\u00e7in i\u015f ak\u0131\u015f\u0131 \u00f6zetlenmi\u015ftir. \u00d6\u011frenciler, d\u00f6rt ki\u015filik heterojen tak\u0131mlara atan\u0131r. Tak\u0131mlara, olumlu ve olumsuz bir pozisyona uygun bir sorun veya sorun sunulur. Tak\u0131mlar, her biri art\u0131y\u0131 veya eksiyi alarak \u00e7iftlere ayr\u0131l\u0131r ve kendi bak\u0131\u015f a\u00e7\u0131lar\u0131 i\u00e7in g\u00fc\u00e7l\u00fc bir konum geli\u015ftirir. Daha sonra, d\u00f6rt ki\u015filik ekip yeniden bir araya gelir ve bir \u00e7ift di\u011ferine arg\u00fcmanlar\u0131n\u0131 sunar.\n\nSunumdan sonra, al\u0131c\u0131 \u00e7ift, sunum ekibinin pozisyonunu anlad\u0131klar\u0131n\u0131 g\u00f6stermek i\u00e7in arg\u00fcman\u0131 sunum yapan \u00e7ifte yeterince geri vermelidir. Sonra \u00e7iftler rolleri de\u011fi\u015ftirir. Sonu\u00e7 olarak, t\u00fcm ekip \u00fcyeleri her iki bak\u0131\u015f a\u00e7\u0131s\u0131ndan da bir anlay\u0131\u015f geli\u015ftirir. Tart\u0131\u015fmadan sonra, t\u00fcm ekip, kar\u015f\u0131t bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131n bir grup raporu veya sunumuyla sonu\u00e7lanan mant\u0131kl\u0131 bir pozisyonda birle\u015ftirildi\u011fi bir sentez a\u015famas\u0131na ge\u00e7er.\n\nBu yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma y\u00f6ntemini, geleneksel tart\u0131\u015fmalar, bireysel \u00f6\u011frenme veya uzla\u015fmay\u0131 vurgulayan gruplar dahil olmak \u00fczere \u00e7e\u015fitli alternatif yap\u0131larla kar\u015f\u0131la\u015ft\u0131r\u0131rken, yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma y\u00f6nteminin, .42 ile .42 aras\u0131nda de\u011fi\u015fen etki boyutlar\u0131yla daha etkili oldu\u011fu ortaya \u00e7\u0131kt\u0131.\n\nYazarlar, ba\u015far\u0131l\u0131 yap\u0131c\u0131 tart\u0131\u015fma i\u00e7in a\u015fa\u011f\u0131daki unsurlar\u0131 \u00f6nermektedir:\n\n\u2022 Hedefin, kar\u015f\u0131t g\u00f6r\u00fc\u015fleri anlamak ve ard\u0131ndan bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131n bir sentezi olmak oldu\u011fu i\u015fbirli\u011fine dayal\u0131 bir ba\u011flam sa\u011flay\u0131n;\n\u2022 Karma ge\u00e7mi\u015f bilgisi ve becerisine sahip \u00f6\u011frenicileri i\u00e7erecek \u015fekilde gruplar\u0131 yap\u0131land\u0131r\u0131n;\n\u2022 Konularla ilgili zengin ve ilgili bilgilere eri\u015fim sa\u011flay\u0131n;\n\u2022 \u00c7at\u0131\u015fmay\u0131 y\u00f6netmek i\u00e7in yeterli sosyal becerileri sa\u011flay\u0131n; ve\n\u2022 Grup etkile\u015fimlerini rasyonel arg\u00fcmanlara odaklay\u0131n.\n\nYap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma, bir CSCL uyarlamas\u0131nda e\u015fzamans\u0131z ve e\u015fzamanl\u0131 tesislerin bir kombinasyonunu kullanabilir. \u00d6rne\u011fin, iki veya daha fazla alternatif pozisyona uygun bir uygulama problemi veya durumu sunun. \u0130lgili kaynaklara ba\u011flant\u0131lar sa\u011flay\u0131n.\n\nPozisyonlardan birini ara\u015ft\u0131rmak ve savunmak i\u00e7in \u00e7iftler atay\u0131n. Her bir \u00e7ift, konumlar\u0131n\u0131 ara\u015ft\u0131rmak ve durumlar\u0131n\u0131 geli\u015ftirmek i\u00e7in e-posta veya tart\u0131\u015fma panolar\u0131 arac\u0131l\u0131\u011f\u0131yla e\u015fzamans\u0131z olarak ve ayr\u0131ca telefon veya \u00e7evrimi\u00e7i konferans arac\u0131l\u0131\u011f\u0131yla e\u015f zamanl\u0131 olarak \u00e7al\u0131\u015fabilir. Daha sonra her bir \u00e7ift, arg\u00fcmanlar\u0131n\u0131 eri\u015filebilir bir \u00e7evrimi\u00e7i konuma g\u00f6nderir ve kar\u015f\u0131t arg\u00fcmanlar\u0131 g\u00f6zden ge\u00e7irir.\n\nAlternatif konumlar\u0131n anla\u015f\u0131ld\u0131\u011f\u0131n\u0131 do\u011frulamak i\u00e7in \u00e7iftler, kar\u015f\u0131t arg\u00fcmanlar\u0131n \u00f6zetlerini yay\u0131nlayabilir veya e\u015fzamanl\u0131 oturumlarda kar\u015f\u0131t konumlar\u0131 geri bildirebilir. Al\u0131\u015ft\u0131rmay\u0131 tamamlamak i\u00e7in d\u00f6rt ki\u015filik t\u00fcm ekip, t\u00fcm bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131n sentezini temsil eden bir proje geli\u015ftirir. CSCL'ye aktar\u0131lan yap\u0131land\u0131r\u0131lm\u0131\u015f arg\u00fcmantasyon, e\u015fzamanl\u0131 tart\u0131\u015fmalarla birle\u015ftirilmi\u015f e\u015fzamans\u0131z ara\u015ft\u0131rma ve derinlemesine d\u00fc\u015f\u00fcnme kombinasyonundan yararlanabilir.\n\nProbleme Dayal\u0131 \u00d6\u011frenme\n\nBaz\u0131 \u00fcniversiteler, probleme dayal\u0131 \u00f6\u011frenme (PBL) ad\u0131 verilen \u00f6zel bir i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme bi\u00e7imini benimsemi\u015ftir. \u00c7o\u011fu PD\u00d6 ekibi, ekibin bir vakay\u0131 birlikte g\u00f6zden ge\u00e7irdi\u011fi, her bir \u00fcyenin bireysel olarak \u00fczerinde \u00e7al\u0131\u015ft\u0131\u011f\u0131 ve ard\u0131ndan \u00f6\u011frenilen dersleri vakaya uygulamak i\u00e7in tak\u0131m\u0131n yeniden topland\u0131\u011f\u0131 yap\u0131land\u0131r\u0131lm\u0131\u015f bir s\u00fcre\u00e7 izler.\n\n\u00d6rne\u011fin, g\u00f6sterilen gibi sunulan bir vakay\u0131 okuduktan sonra a\u015fa\u011f\u0131daki ekip s\u00fcrecini takip eder:\n\n1. Bilinmeyen terim ve kavramlar\u0131 netle\u015ftirin.\n2. Vakadaki sorunu tan\u0131mlay\u0131n.\n3. Makul a\u00e7\u0131klamalar\u0131 belirleyerek sorunu analiz etmek i\u00e7in beyin f\u0131rt\u0131nas\u0131n\u0131 kullan\u0131n.\n4. \u00dcretilen farkl\u0131 a\u00e7\u0131klamalar\u0131 ele\u015ftirin ve sorunun tutarl\u0131 bir tan\u0131m\u0131n\u0131 yapmak i\u00e7in \u00e7al\u0131\u015f\u0131n.\n5. \u00d6\u011frenme konular\u0131n\u0131 tan\u0131mlay\u0131n.\n6. \u00d6\u011frenme konular\u0131n\u0131n belirledi\u011fi bo\u015fluklar\u0131 doldurmak i\u00e7in kendi kendini y\u00f6neten \u00e7al\u0131\u015fmayla me\u015fgul ol.\n7. \u00d6\u011frenilenleri payla\u015fmak ve nihai bir problem \u00e7\u00f6z\u00fcm\u00fc geli\u015ftirmek i\u00e7in ekiple bulu\u015fun."},"datePublished":"2023-02-14T15:53:04+03:00","dateModified":"2023-02-14T15:53:04+03:00","inLanguage":"tr-TR","mainEntityOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"articleSection":"\u0130\u00e7erik D\u00dcZENLEME YAKLA\u015eIMLARI, Mod\u00fcler i\u00e7erik d\u00fczenleme yakla\u015f\u0131m\u0131, \u0130\u00e7erik D\u00dcZENLEME YAKLA\u015eIMLARI, \u0130\u00e7erik d\u00fczenleme Yakla\u015f\u0131mlar\u0131 KPSS, Mod\u00fcler i\u00e7erik d\u00fczenleme yakla\u015f\u0131m\u0131, Piramitsel yakla\u015f\u0131m \u00f6rnek, Program Geli\u015ftirme i\u00e7erik D\u00dcZENLEME \u0130lkeleri, Program geli\u015ftirme i\u00e7erik D\u00dcZENLEME YAKLA\u015eIMLARI, Sarmal i\u00e7erik D\u00dcZENLEME Yakla\u015f\u0131m\u0131, Sarmal programlama yakla\u015f\u0131m\u0131"},{"@type":"BreadcrumbList","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist","itemListElement":[{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","position":1,"name":"Ev","item":"https:\/\/legendhomework.com\/tr","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/moduler-icerik-duzenleme-yaklasimi\/#listItem","name":"Mod\u00fcler i\u00e7erik d\u00fczenleme yakla\u015f\u0131m\u0131"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/moduler-icerik-duzenleme-yaklasimi\/#listItem","position":2,"name":"Mod\u00fcler i\u00e7erik d\u00fczenleme yakla\u015f\u0131m\u0131","item":"https:\/\/legendhomework.com\/tr\/category\/moduler-icerik-duzenleme-yaklasimi\/","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","name":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri"},"previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","name":"Ev"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","position":3,"name":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri","previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/moduler-icerik-duzenleme-yaklasimi\/#listItem","name":"Mod\u00fcler i\u00e7erik d\u00fczenleme yakla\u015f\u0131m\u0131"}}]},{"@type":"Organization","@id":"https:\/\/legendhomework.com\/tr\/#organization","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","url":"https:\/\/legendhomework.com\/tr\/","telephone":"+905423712952","logo":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo","width":304,"height":166,"caption":"Rapor Nas\u0131l Yaz\u0131l\u0131r ?\u00a0 \u2013 Rapor Nas\u0131l Haz\u0131rlan\u0131r? \u2013 Rapor \u00d6devi Nedir? \u2013 Rapor Haz\u0131rlatma -Rapor \u00dccretleri \u2013 Rapor Haz\u0131rlatma \u00dccretleri"},"image":{"@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo"}},{"@type":"Person","@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author","url":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/","name":"Makale Deniz","image":{"@type":"ImageObject","url":"https:\/\/secure.gravatar.com\/avatar\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g"}},{"@type":"WebPage","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage","url":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","name":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"\u0130\u00e7erik Belirtme \u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir. Bu t\u00fcr bilgiler, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme etkinli\u011fini, kullan\u0131lan y\u00f6ntemleri ve sosyal akt\u00f6rlerin farkl\u0131 rollerini modellemek i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6tesine ge\u00e7en daha ayr\u0131nt\u0131l\u0131","inLanguage":"tr-TR","isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/#website"},"breadcrumb":{"@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist"},"author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"creator":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/pro.jpeg","@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage","width":990,"height":570,"caption":"Ekip Kurma Becerileri\u00a0\n\nMeta-analizde, daha iyi bireysel ba\u015far\u0131 sonu\u00e7lar\u0131, daha iyi tak\u0131m \u00e7al\u0131\u015fmas\u0131 becerileri ile ili\u015fkilidir. Benzer bir sonu\u00e7, e\u011fitimli ve e\u011fitimsiz ekiplerin \u00e7e\u015fitli kurs g\u00f6revlerini yerine getirmek i\u00e7in birlikte \u00e7al\u0131\u015ft\u0131\u011f\u0131 bir y\u0131ll\u0131k y\u00fcz y\u00fcze \u00fcniversite kursunu kar\u015f\u0131la\u015ft\u0131ran bir \u00e7al\u0131\u015fmada rapor edilmi\u015ftir.\n\nBir g\u00fcnl\u00fck ekip becerileri e\u011fitim program\u0131n\u0131 tamamlayan y\u00fcz y\u00fcze ekiplerde \u00e7al\u0131\u015fan bireylerin, e\u011fitimsiz ekiplere g\u00f6re y\u00fczde 6 daha y\u00fcksek d\u00f6nem sonu puanlar\u0131 kazand\u0131\u011f\u0131 bulundu.\n\nEkip becerileri e\u011fitimi \u015funlar\u0131 i\u00e7eriyordu: hedef belirleme, problem \u00e7\u00f6zme, planlama, karar verme ve zaman y\u00f6netimi. Ekip becerileri e\u011fitiminin faydalar\u0131, birlikte e\u011fitilen ekipler bir arada kald\u0131\u011f\u0131 s\u00fcrece devam etti.\n\nAncak, e\u011fitimli tak\u0131m \u00fcyeleri ikinci yar\u0131y\u0131lda yeni tak\u0131mlar halinde yeniden d\u00fczenlendi\u011finde, yeni tak\u0131mlar\u0131n sonu\u00e7lar\u0131 e\u011fitim almam\u0131\u015f tak\u0131mlar\u0131nkinden daha iyi de\u011fildi. Bir takip deneyinde, ba\u015fka bir tak\u0131m grubuna tak\u0131m becerileri e\u011fitimi verildi ve d\u00f6nem sonunda yeni tak\u0131mlar halinde yeniden organize edilmek yerine akademik y\u0131l boyunca bozulmadan kald\u0131lar.\n\nBu bozulmam\u0131\u015f ekipler, geli\u015fmi\u015f \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 s\u00fcrd\u00fcrd\u00fcler. Yazarlar, belirli bir tak\u0131mda geli\u015ftirilen tak\u0131m becerilerinin bir tak\u0131mdan di\u011ferine transfer olmayabilece\u011fini \u00f6ne s\u00fcrmektedir. \u015eu sonuca var\u0131yorlar: \"Bu bulgular, \u00f6nceki tak\u0131m becerileri e\u011fitiminin, yaln\u0131zca kolayla\u015ft\u0131r\u0131lmam\u0131\u015f gruplara yerle\u015ftirilen \u00f6\u011frencilerinkine k\u0131yasla \u00fcst\u00fcn i\u015fbirlik\u00e7i grup \u00e7al\u0131\u015fmas\u0131 \u00fcretti\u011fine dair ampirik kan\u0131tlar sa\u011fl\u0131yor.\n\nBu \u00e7al\u0131\u015fma, y\u00fcz y\u00fcze i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenmeye odaklanm\u0131\u015ft\u0131r. Hedef belirleme, problem \u00e7\u00f6zme, karar verme gibi ekip \u00e7al\u0131\u015fmas\u0131 e\u011fitim program\u0131n\u0131n belirli unsurlar\u0131, bu faaliyetleri destekleyen i\u015fbirlik\u00e7i aray\u00fczlere d\u00f6n\u00fc\u015ft\u00fcr\u00fclebilirse, belki de ekip e\u011fitiminin faydalar\u0131 i\u015fbirlik\u00e7i bir ortamda b\u00fcy\u00fct\u00fclebilir.\n\n\u0130\u015fbirlik\u00e7i Yap\u0131lar ve CSCL Sonu\u00e7lar\u0131\n\nSanal i\u015fbirli\u011finin meta-analizini \u00f6zetleyen y\u00fcz y\u00fcze i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme ara\u015ft\u0131rmalar\u0131, uygun ko\u015fullar alt\u0131nda \u00f6\u011frencilerin bireysel olarak de\u011fil, birlikte daha fazla \u00f6\u011frenebileceklerini \u00f6ne s\u00fcr\u00fcyor. Yap\u0131land\u0131r\u0131lm\u0131\u015f bir i\u015fbirlik\u00e7i \u00f6dev, grup \u00e7al\u0131\u015fmas\u0131ndan maksimum fayda sa\u011flamak i\u00e7in kritik ko\u015fullardan biridir.\n\n\u0130kincisi, ekibin her bir \u00fcyesinin \u00f6\u011frenme sorumlulu\u011fudur. \"Bu konular\u0131 tart\u0131\u015f\u0131n\" gibi genel talimatlar veren ve bireysel \u00fcr\u00fcnler yerine grup \u00fcr\u00fcnlerini \u00f6d\u00fcllendiren ortak \u00e7al\u0131\u015fma ortamlar\u0131, optimum sonu\u00e7lara yol a\u00e7mayabilir.\n\n\u0130\u015fbirlik\u00e7i Grup Teknikleri\n\nEkip \u00fcyelerinin birbirine g\u00fcvenmesini te\u015fvik eden ve ayn\u0131 zamanda bireysel hesap verebilirli\u011fi te\u015fvik eden i\u015fbirlik\u00e7i yap\u0131lar\u0131n, y\u00fcz y\u00fcze ortamlarda en etkili oldu\u011fu kan\u0131tlanm\u0131\u015ft\u0131r. Bu b\u00f6l\u00fcmde, y\u00fcz y\u00fcze i\u015fbirlikli \u00f6\u011frenme ortamlar\u0131nda yayg\u0131n olarak kullan\u0131lan iki yap\u0131y\u0131 g\u00f6zden ge\u00e7irece\u011fiz: yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma ve probleme dayal\u0131 \u00f6\u011frenme.\n\nY\u00fcz y\u00fcze i\u015fbirlik\u00e7i ortamlarda de\u011ferlendirilen bu t\u00fcr yap\u0131lar, CSCL ortamlar\u0131n\u0131n olu\u015fturulmas\u0131 i\u00e7in ba\u015flang\u0131\u00e7 noktalar\u0131 olarak hizmet edebilir.\n\nYap\u0131land\u0131r\u0131lm\u0131\u015f Tart\u0131\u015fma\n\nBir lehte ve aleyhte arg\u00fcman yazmakla g\u00f6revlendirilen \u00f6\u011frencilerin bireysel olarak, bir anlat\u0131m veya \u00f6zet yazmas\u0131 istenen \u00f6\u011frencilerden daha fazla \u00f6\u011frendiklerini g\u00f6sterdi. Bir konunun kar\u015f\u0131t y\u00f6nlerini sentezleyerek te\u015fvik edilen daha derin i\u015fleme, yaln\u0131zca bir \u00f6zet yazmaktan daha fazla \u00f6\u011frenmeye yol a\u00e7t\u0131. Ger\u00e7eklerle desteklenen bir konuda alternatif pozisyonlar geli\u015ftirmeye arg\u00fcmantasyon denir. Yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma ad\u0131 verilen grup tart\u0131\u015fmas\u0131 i\u00e7in yap\u0131land\u0131r\u0131lm\u0131\u015f bir metodoloji geli\u015ftirdi.\n\nTak\u0131m \u00e7al\u0131\u015fmas\u0131 e\u011fitimi pdf\nTak\u0131m \u00e7al\u0131\u015fmas\u0131 e\u011fitimi ppt\nTak\u0131m \u00c7al\u0131\u015fmas\u0131 E\u011fitimi\nEkip \u00e7al\u0131\u015fmas\u0131 ve Liderlik Ders Notlar\u0131\nTak\u0131m \u00c7al\u0131\u015fmas\u0131 ve Motivasyon E\u011fitimi\nEkip Y\u00f6netimi E\u011fitimi\n\nYap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma i\u00e7in i\u015f ak\u0131\u015f\u0131 \u00f6zetlenmi\u015ftir. \u00d6\u011frenciler, d\u00f6rt ki\u015filik heterojen tak\u0131mlara atan\u0131r. Tak\u0131mlara, olumlu ve olumsuz bir pozisyona uygun bir sorun veya sorun sunulur. Tak\u0131mlar, her biri art\u0131y\u0131 veya eksiyi alarak \u00e7iftlere ayr\u0131l\u0131r ve kendi bak\u0131\u015f a\u00e7\u0131lar\u0131 i\u00e7in g\u00fc\u00e7l\u00fc bir konum geli\u015ftirir. Daha sonra, d\u00f6rt ki\u015filik ekip yeniden bir araya gelir ve bir \u00e7ift di\u011ferine arg\u00fcmanlar\u0131n\u0131 sunar.\n\nSunumdan sonra, al\u0131c\u0131 \u00e7ift, sunum ekibinin pozisyonunu anlad\u0131klar\u0131n\u0131 g\u00f6stermek i\u00e7in arg\u00fcman\u0131 sunum yapan \u00e7ifte yeterince geri vermelidir. Sonra \u00e7iftler rolleri de\u011fi\u015ftirir. Sonu\u00e7 olarak, t\u00fcm ekip \u00fcyeleri her iki bak\u0131\u015f a\u00e7\u0131s\u0131ndan da bir anlay\u0131\u015f geli\u015ftirir. Tart\u0131\u015fmadan sonra, t\u00fcm ekip, kar\u015f\u0131t bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131n bir grup raporu veya sunumuyla sonu\u00e7lanan mant\u0131kl\u0131 bir pozisyonda birle\u015ftirildi\u011fi bir sentez a\u015famas\u0131na ge\u00e7er.\n\nBu yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma y\u00f6ntemini, geleneksel tart\u0131\u015fmalar, bireysel \u00f6\u011frenme veya uzla\u015fmay\u0131 vurgulayan gruplar dahil olmak \u00fczere \u00e7e\u015fitli alternatif yap\u0131larla kar\u015f\u0131la\u015ft\u0131r\u0131rken, yap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma y\u00f6nteminin, .42 ile .42 aras\u0131nda de\u011fi\u015fen etki boyutlar\u0131yla daha etkili oldu\u011fu ortaya \u00e7\u0131kt\u0131.\n\nYazarlar, ba\u015far\u0131l\u0131 yap\u0131c\u0131 tart\u0131\u015fma i\u00e7in a\u015fa\u011f\u0131daki unsurlar\u0131 \u00f6nermektedir:\n\n\u2022 Hedefin, kar\u015f\u0131t g\u00f6r\u00fc\u015fleri anlamak ve ard\u0131ndan bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131n bir sentezi olmak oldu\u011fu i\u015fbirli\u011fine dayal\u0131 bir ba\u011flam sa\u011flay\u0131n;\n\u2022 Karma ge\u00e7mi\u015f bilgisi ve becerisine sahip \u00f6\u011frenicileri i\u00e7erecek \u015fekilde gruplar\u0131 yap\u0131land\u0131r\u0131n;\n\u2022 Konularla ilgili zengin ve ilgili bilgilere eri\u015fim sa\u011flay\u0131n;\n\u2022 \u00c7at\u0131\u015fmay\u0131 y\u00f6netmek i\u00e7in yeterli sosyal becerileri sa\u011flay\u0131n; ve\n\u2022 Grup etkile\u015fimlerini rasyonel arg\u00fcmanlara odaklay\u0131n.\n\nYap\u0131land\u0131r\u0131lm\u0131\u015f tart\u0131\u015fma, bir CSCL uyarlamas\u0131nda e\u015fzamans\u0131z ve e\u015fzamanl\u0131 tesislerin bir kombinasyonunu kullanabilir. \u00d6rne\u011fin, iki veya daha fazla alternatif pozisyona uygun bir uygulama problemi veya durumu sunun. \u0130lgili kaynaklara ba\u011flant\u0131lar sa\u011flay\u0131n.\n\nPozisyonlardan birini ara\u015ft\u0131rmak ve savunmak i\u00e7in \u00e7iftler atay\u0131n. Her bir \u00e7ift, konumlar\u0131n\u0131 ara\u015ft\u0131rmak ve durumlar\u0131n\u0131 geli\u015ftirmek i\u00e7in e-posta veya tart\u0131\u015fma panolar\u0131 arac\u0131l\u0131\u011f\u0131yla e\u015fzamans\u0131z olarak ve ayr\u0131ca telefon veya \u00e7evrimi\u00e7i konferans arac\u0131l\u0131\u011f\u0131yla e\u015f zamanl\u0131 olarak \u00e7al\u0131\u015fabilir. Daha sonra her bir \u00e7ift, arg\u00fcmanlar\u0131n\u0131 eri\u015filebilir bir \u00e7evrimi\u00e7i konuma g\u00f6nderir ve kar\u015f\u0131t arg\u00fcmanlar\u0131 g\u00f6zden ge\u00e7irir.\n\nAlternatif konumlar\u0131n anla\u015f\u0131ld\u0131\u011f\u0131n\u0131 do\u011frulamak i\u00e7in \u00e7iftler, kar\u015f\u0131t arg\u00fcmanlar\u0131n \u00f6zetlerini yay\u0131nlayabilir veya e\u015fzamanl\u0131 oturumlarda kar\u015f\u0131t konumlar\u0131 geri bildirebilir. Al\u0131\u015ft\u0131rmay\u0131 tamamlamak i\u00e7in d\u00f6rt ki\u015filik t\u00fcm ekip, t\u00fcm bak\u0131\u015f a\u00e7\u0131lar\u0131n\u0131n sentezini temsil eden bir proje geli\u015ftirir. CSCL'ye aktar\u0131lan yap\u0131land\u0131r\u0131lm\u0131\u015f arg\u00fcmantasyon, e\u015fzamanl\u0131 tart\u0131\u015fmalarla birle\u015ftirilmi\u015f e\u015fzamans\u0131z ara\u015ft\u0131rma ve derinlemesine d\u00fc\u015f\u00fcnme kombinasyonundan yararlanabilir.\n\nProbleme Dayal\u0131 \u00d6\u011frenme\n\nBaz\u0131 \u00fcniversiteler, probleme dayal\u0131 \u00f6\u011frenme (PBL) ad\u0131 verilen \u00f6zel bir i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme bi\u00e7imini benimsemi\u015ftir. \u00c7o\u011fu PD\u00d6 ekibi, ekibin bir vakay\u0131 birlikte g\u00f6zden ge\u00e7irdi\u011fi, her bir \u00fcyenin bireysel olarak \u00fczerinde \u00e7al\u0131\u015ft\u0131\u011f\u0131 ve ard\u0131ndan \u00f6\u011frenilen dersleri vakaya uygulamak i\u00e7in tak\u0131m\u0131n yeniden topland\u0131\u011f\u0131 yap\u0131land\u0131r\u0131lm\u0131\u015f bir s\u00fcre\u00e7 izler.\n\n\u00d6rne\u011fin, g\u00f6sterilen gibi sunulan bir vakay\u0131 okuduktan sonra a\u015fa\u011f\u0131daki ekip s\u00fcrecini takip eder:\n\n1. Bilinmeyen terim ve kavramlar\u0131 netle\u015ftirin.\n2. Vakadaki sorunu tan\u0131mlay\u0131n.\n3. Makul a\u00e7\u0131klamalar\u0131 belirleyerek sorunu analiz etmek i\u00e7in beyin f\u0131rt\u0131nas\u0131n\u0131 kullan\u0131n.\n4. \u00dcretilen farkl\u0131 a\u00e7\u0131klamalar\u0131 ele\u015ftirin ve sorunun tutarl\u0131 bir tan\u0131m\u0131n\u0131 yapmak i\u00e7in \u00e7al\u0131\u015f\u0131n.\n5. \u00d6\u011frenme konular\u0131n\u0131 tan\u0131mlay\u0131n.\n6. \u00d6\u011frenme konular\u0131n\u0131n belirledi\u011fi bo\u015fluklar\u0131 doldurmak i\u00e7in kendi kendini y\u00f6neten \u00e7al\u0131\u015fmayla me\u015fgul ol.\n7. \u00d6\u011frenilenleri payla\u015fmak ve nihai bir problem \u00e7\u00f6z\u00fcm\u00fc geli\u015ftirmek i\u00e7in ekiple bulu\u015fun."},"primaryImageOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage"},"datePublished":"2023-02-14T15:53:04+03:00","dateModified":"2023-02-14T15:53:04+03:00"},{"@type":"WebSite","@id":"https:\/\/legendhomework.com\/tr\/#website","url":"https:\/\/legendhomework.com\/tr\/","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","inLanguage":"tr-TR","publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"}}]},"og:locale":"tr_TR","og:site_name":"Makale Yapt\u0131rma - LH - 0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","og:type":"article","og:title":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","og:description":"\u0130\u00e7erik Belirtme \u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir. Bu t\u00fcr bilgiler, t\u00fcm \u00f6\u011fretme ve \u00f6\u011frenme etkinli\u011fini, kullan\u0131lan y\u00f6ntemleri ve sosyal akt\u00f6rlerin farkl\u0131 rollerini modellemek i\u00e7in \u00f6\u011frenme nesnelerinin \u00f6tesine ge\u00e7en daha ayr\u0131nt\u0131l\u0131","og:url":"https:\/\/legendhomework.com\/tr\/icerik-belirtme-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","og:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:secure_url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:width":304,"og:image:height":166,"article:published_time":"2023-02-14T12:53:04+00:00","article:modified_time":"2023-02-14T12:53:04+00:00","twitter:card":"summary_large_image","twitter:title":"\u0130\u00e7erik Belirtme \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","twitter:description":"\u0130\u00e7erik Belirtme \u0130\u00e7erik belirtimleri, nesnenin at\u0131fta bulundu\u011fu bilimsel alan, \u00f6\u011frenenin nesnenin kullan\u0131m\u0131ndan faydalanmak i\u00e7in ihtiya\u00e7 duydu\u011fu \u00f6n bilgiler, nesnenin kullan\u0131m\u0131 i\u00e7in \u00f6\u011frenme hedefleri ve ama\u00e7lanan kullan\u0131m senaryolar\u0131 hakk\u0131nda daha ayr\u0131nt\u0131l\u0131 bilgileri i\u00e7ermelidir. 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